This paper aims to reflect on the implications and challenges that experts in the field have to deal with when you want to evaluate the performance in the use of digital technologies in teaching. The argument stems from a contextual and social assessment, and then proceeds to an application and methodological connotation of digital literacy…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]